Learning rates and mathematics achievement in Chile

María José Ramírez
 
Español
Abstract
 
Using data from the Trends in International Mathematics and Science Study (TIMSS), this paper analyzes the mathematics knowledge and skills of a nationally representative sample of Chilean students in the 7th and 8th grades. The results show a significant increase in mean achievement between the two grades. If this learning rate were projected beyond the 8th grade, it is clear that the Chilean students are lagging three years behind compared to countries like Italy or New Zealand. A substantial gap between the Chilean curricular objectives and the students' accomplishments is also noted. The emphasis the teachers place on the mastery of basic mathematics skills seems to be jeopardizing the opportunities the students have to learn more advanced mathematics topics. The findings show that schools with their own written statement of the curriculum attained significantly higher mathematics achievement. The provision of differentiated instruction did not have a significant association with achievement..

Keywords
  mathematics achievement - achievement gains - curriculum - Chile

Full text
  Full text in HTM
  Full text in PDF

|Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación - REICE|
|Presentación| . |Consejo Editorial| . |Enviar una aportación|
|Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar - RINACE|

© RINACE (2004)        e-mail: RINACE@uam.es